Oldal 143 [143]
CONCLUSION
RO2 What are Hungarian secondary school students? perceptions of
extramural English activities in EFL learning?
RO3 What are Hungarian secondary school EFL teachers? perceptions
of extramural English activities in EFL learning?
In the case of perceptions about in-school EEL learning and extramural EFL
learning, the conclusion may be drawn that both students and teachers find it
useful to learn languages from both in-school and EE activities. Ihe data also
showed that both groups considered EE activities to be more useful than
school-based EEL lessons. However, based on the answers of the teachers, it
can be said that they consider in-school English lessons to be significantly
more useful for EEL learning than the students, which is not surprising, as the
teachers are methodologically prepared and trained for education, so they
actually know what is needed for effective EFL learning. Additionally, as it is
underlined in the literature, there is a consensus among both teachers and
researchers that effective L2 learning involves the combination of both class¬
room-based L2 instruction and out-of-school exposure to the particular L2
(Nunan-Richards 2015, Richards 2015). As for the differences between EFL
teachers’ and students’ perceptions about the benefits of EE activities, presum¬
ably, as Henry (2013) points out, students find EE activities more interesting
and thus more useful than school English lessons.
RO4 How do extramural English activities affect Hungarian secondary
school EFL learners’ various individual learner differences?
Since several individual learner differences were included in the present re¬
search along with numerous related variables affecting individual differences,
this section presents findings based on the sub-research questions of RQ4.
RQ4.1 What characterizes Hungarian secondary school students’ L2
learning motivation?
When examining the L2 language learning motivation of Hungarian second¬
ary school EFL learners, Dornyei’s (2005) Motivational Self System was chosen
as a theoretical framework for the present research project. This choice was
motivated by the fact that this theory has been one of the most recent theories,
and it has also been tested in various contexts, including Hungary. In addition,
the three components of the theory have been proven to describe the Hungar¬
ian EFL learning context adequately. As a consequence, these components and
the impact of EE activities on these variables were investigated.
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